a
Input
: It can be a text, dialogue, video recording and so on. The materials of this research are using texts as the input.
b Content focus:
It means that the materials should not only focus on linguistics content. Non
– linguistics content should be exploited to convey information and generate meaningful communication.
c Language focus:
This element lets the learners take the language to pieces., study how it works, and practice getting it back together again.
d Task.
The materials should be designed to lead towards a communicative task in which learners use the content and language knowledge they have
built up through the unit.
Figure 1: A material design model proposed by Hutchinson and Waters 1987:109
In relation to this, Masuhara in Tomlinson, 1998: 247 states that the sequence of course design recommended by experts can be summarized as the
linear mode X as presented below.
Task Content
Language Input
Figure 2: Model X of a course design proposed by Masuhara in Tomlinson, 1998: 247
c. The Roles of Language Learning Materials
In teaching learning process, learning materials play the important roles. Dudley-Evans and St. John 1998: 170-171 cited in Richards 2001 propose
four important roles of learning materials in the ESP context as stated below. 1
As a source of language 2
As a learning support 3
For motivation and stimulation 4
For reference In addition, Cunningsworth 1995:7 via Richards 2001 also
summarizes the role of materials as: 1
a resource for presentation materials 2
a source of activities for learner practice and communicative interaction 3
a reference source for learners on grammar, vocabulary, pronunciation, and so on
4 a source of simulation and ideas for classroom activities
5 a syllabus
6 a support for less experienced teachers who have yet to gain in confidence
Needs Analysis
Goals and Objectives
Syllabus Design
Methodology Materials
Testing and Evaluation
Furthermore, Hyland 2006 via Upton, 2012: 7-8 gives four principal roles that materials play within language instruction as follows.
1 To provide language scaffolding in order to support learners’
understanding of how language is used. 2
To serve a model with the purpose to provide examples of specific language features, structures or functions of the language being studied.
3 To serve a stimulus in order to encourage students to connect with their
experience, articulate their ideas, and interact with others. 4
To serve as a reference. It provides information about language instead of the practice. For example: dictionaries and grammars.
d. Criteria of Good Materials
In developing the materials, it is important to define some criteria of good materials. According to Hutchinson and Waters 1987: 107-108 there are
some criteria of good materials as stated below. 1
Materials provide a stimulus to learning. Good materials do not teach but instead of encouraging learners to learn. Good materials should contain
interesting texts, enjoyable activities which engage learners’ thinking capacity, opportunities to use their existing knowledge and skills, and
content which both learner and teacher can cope with.
2 Materials help to organize the teaching-learning process, by providing a
path through the complex mass of the language to be learnt. Good materials should provide a clear and coherent unit structure that will
guide teacher and learner through various activities.
3 Materials embody a view of the nature the language and learning.
Materials should reflect what you think and feel about the learning process.
4 Materials reflect the nature of the learning task.
5 Materials can have very useful function in broadening the basis of
teacher training by introducing teachers to new techniques. 6
Materials provide models of correct and appropriate language use.
e. Materials Evaluation
Materials evaluation should be done at the end of the developing the materials. I
t is to know whether the materials design meet the learners’ needs and the appropriateness of the materials. Some experts have proposed
